Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time

Figures & data

Table

1.	TEA:	De fleste har det.
		(Most people have a home.) (pause)
2.	TEA:	Men det er kanskje noen som ikke har det.
		(But maybe there is someone who does not have one.)
3.	TEA:	Vi skal snakke om hjem, om ting som vi har hjemme.
		(We’re going to talk about home, about things we have in a home.)
4.	TEA:	Noen bor i li (.) små hus, og noen bor i høye hus.
		(Some live in small houses; others live in apartment buildings.)
5.	Child:	Jeg bor i høyhus.
		(I live in an apartment building.)
6.	TEA:	Ja.
		(Yes.)
7.	TEA:	Og hvor bor +/.
		(And where does +/.)
8.	CHI:	Jeg bor også i høye hus.
		(I live in an apartment building, too.)
9.	CHI:	Jeg også.
		(Me too.)
10.	TEA:	Mm, og noen bor i et eget hus.
		(mm, and some live in their own house.)

Table 1. Teachers’ talk categories per minute.

	Time 1					Time 2
Variable name	N	M	SD	Min	Max	M	SD	Min	Max
Simple labelling	15	4.72	2.48	1.99	11.93	3.60	1.98	1.63	7.92
Elaborated labelling	15	1.10	.65	.23	2.06	.75	.47	.10	1.71
Conceptual definitions	15	.16	.16	.00	.56	.40	.33	.00	1.05
Usage-based examples of definitions	15	.17	.19	.00	.62	.58	.49	.00	1.89
Extended discourse	15	.58	.63	.00	1.75	3.10	1.99	.46	7.41

Table 2. Student groups’ talk categories per minute.

	Time 1					Time 2
Variable name	N	M	SD	Min	Max	M	SD	Min	Max
Simple labelling	15	6.90	3.00	2.59	13.95	5.39	2.32	1.90	10.18
Elaborated labelling	15	.54	.42	.00	1.33	1.14	.75	.07	2.96
Conceptual definitions	15	.02	.05	.00	.20	.07	.10	.00	.32
Usage-based examples of definitions	15	.16	.19	.00	.76	.66	.63	.00	2.12
Extended discourse	15	.46	.55	.00	1.84	2.46	1.63	.10	5.07